Publication: El aprendizaje de la lectoescritura en castallano en contextos de riesgo. Un estudi transversal en la sociedad boliviana
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2018-10-03
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Universidad Complutense de Madrid
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Abstract
La finalidad de esta investigación es describir, predecir y explicar la evolución e influencia de los precursores de lectoescritura en el aprendizaje de la lectura y escritura de la lengua castellana dentro de la población boliviana, con el objetivo futuro de mejorar dicho aprendizaje a través de la formación de los maestros y conseguir prevenir dificultades de aprendizaje en lectura y escritura de causa ambiental en los estudiantes. Para ello se ha seleccionado una muestra 120 sujetos (N=120) de primer, segundo y tercer grado, de los cuáles son 50% niños y 50% niñas, de cuatro centros educativos diferentes de Bolivia,seleccionados por zona geográfica y características socioculturales. Como instrumentos de recogida de datos se han utilizado 9 test estandarizados que miden 18 de las variables de estudio (comprensión del lenguaje oral,vocabulario, fluidez verbal, velocidad de denominación, cociente intelectual manipulativo, memoria de trabajo semántica, atención perceptiva-visual, lectura de palabras y pseudo palabras, familiaridad con el lenguaje escrito, conciencia silábica, conciencia fonémica y aprehensión a la escritura). Es importante destacar que no existen estudios de este tipo llevados a cabo en Bolivia y que tampoco existen test baremados con dicha población, por lo que se han empleado test baremados con muestras de otros países de habla hispana. Los resultados muestran que existen diferencias significativas entre los datos obtenidos en la zona rural boliviana y la urbana por lo que se observa la necesidad de destinar más recursos a dicha población. Por otro lado, destacan como predictores de éxito lectoescritor para esta población la velocidad de denominación, la conciencia fonológica, el vocabulario y la familiaridad con el material escrito, lo que concuerda con los resultados obtenidos en otras investigaciones similares llevadas a cabo con otro tipo de población concluyendo así que éstos predictores son universales de éxito lectoescritor.
The aim of this study is to describe, predict and explain literacy development,as well as the influence of different precursor of literacy acquisition in SpanishLanguage. The final objective is to improve the literacy learning processthrough teacher´s training, preventing student´s learning disabilities in this fieldthat can be influenced by children´s environmental influences. The sample wascomposed of 1st, 2nd and 3rd graders (n=120). Half of them were girls, and theywere attending four different schools in Bolivia. Schools were selectedconsidering their geographic location and the socioeconomic characteristics ofthe neighborhoods. Nine standardized tests have been applied to collect thedata considered in the study, and they assessed: oral languagecomprehension, vocabulary, verbal fluency, naming speed, performance IQ,semantic working memory, visuo-spatial attention, words and pseudowordsreading, written language previous contact, syllabic awareness, phonologicalawareness and reading apprehension. It is important to highlight that there areno previous studies similar to this one carried out in Bolivia, and the test werenot standardized with this population. That is why we have used instrumentsstandardized in other Spanish-speaking countries. Results indicated thatdifferences between urban and rural Bolivian areas were significant, so higherinvestment in these disadvantaged areas is suggested. On the other hand,literacy performance´s best predictors for this population were naming speed,phonological awareness, vocabulary and written language previous contact.These results are consistent with previous findings in similar researches carriedout with different populations, concluding that they could be considered asuniversal best predictors of literacy achievement.
The aim of this study is to describe, predict and explain literacy development,as well as the influence of different precursor of literacy acquisition in SpanishLanguage. The final objective is to improve the literacy learning processthrough teacher´s training, preventing student´s learning disabilities in this fieldthat can be influenced by children´s environmental influences. The sample wascomposed of 1st, 2nd and 3rd graders (n=120). Half of them were girls, and theywere attending four different schools in Bolivia. Schools were selectedconsidering their geographic location and the socioeconomic characteristics ofthe neighborhoods. Nine standardized tests have been applied to collect thedata considered in the study, and they assessed: oral languagecomprehension, vocabulary, verbal fluency, naming speed, performance IQ,semantic working memory, visuo-spatial attention, words and pseudowordsreading, written language previous contact, syllabic awareness, phonologicalawareness and reading apprehension. It is important to highlight that there areno previous studies similar to this one carried out in Bolivia, and the test werenot standardized with this population. That is why we have used instrumentsstandardized in other Spanish-speaking countries. Results indicated thatdifferences between urban and rural Bolivian areas were significant, so higherinvestment in these disadvantaged areas is suggested. On the other hand,literacy performance´s best predictors for this population were naming speed,phonological awareness, vocabulary and written language previous contact.These results are consistent with previous findings in similar researches carriedout with different populations, concluding that they could be considered asuniversal best predictors of literacy achievement.
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 23-06-2017